School of Education and Human Services

Pawley Hall
456 Pioneer Drive
Rochester, MI 48309-4482
(location map)
248 370 3050
sehs@oakland.edu

School of Education and Human Services

Pawley Hall
456 Pioneer Drive
Rochester, MI 48309-4482
(location map)
248 370 3050
sehs@oakland.edu

young man in a classroom full of students, watching someone at the front of the room

About SEHS

Mission Statement
Our School exemplifies excellence in education and human services through clinical practice, innovative, interdisciplinary and international curricula, community engagement, teaching, individual and collaborative research.

We encourage intellectual curiosity in our students, who become strong, effective, inclusive and ethical leaders in a global society.

Make my gift now

Accreditation

The School of Education and Human Services offers nationally accredited programs in education. All initial teacher preparation programs along with advanced programs in Educational Leadership and Reading Specialist are accredited by the nationally recognized Teacher Education Accreditation Council (TEAC) from 2013 through 2020. The School Counseling program along with Clinical Mental Health and the doctoral program in Counselor Education and Supervision are accredited by the Council for the Accreditation of Counseling and Related Educational Programs through March 31, 2021. Additionally, the Lowry Center for Early Childhood Education is accredited by the National Associate for the Education of Young Children (NAEYC). The Bachelor of Music in Music Education and the Bachelor of Music in Music Education and Performance along with other programs in the Department of Music are accredited by the National Association of Schools of Music (NASM) through 2023.

  • Teacher Education Accreditation Council (TEAC) through Dec. 2020
  • Council for the Accreditation of Educator Preparation (CAEP) - site visit Mar. 2020, decision Oct. 2020
  • Council for Accreditation of Counseling & Related Educational Programs (CACREP) through Mar. 31, 2021
  • National Association for the Education of Young Children (NAEYC) 
  • National Association of Schools of Music (NASM), through 2023
Educator Preparation Outcomes and Impact
Oakland University teacher candidates and graduates have a positive impact on the learning and growth of PK12 students. The links below demonstrate candidate outcomes such as pass rates on the Michigan Test for Teacher Certification, local hiring districts of our graduates, and graduation rates. Additionally, information is provided about student loan default rates and average starting teacher salaries. The New Educator Effectiveness ratings, Efficacy Surveys, and the Principal Survey links demonstrate the effectiveness of our candidates and graduates based on stakeholder feedback. The Completer Study Plan outlines how the School of Education and Human Services will further investigate the effectiveness of our graduates working as teachers in schools.  

Community Partnerships

Avondale Partnership
An overarching goal of the Avondale/OU Partnership is to create a culture that supports a true community of learners, inspiring children of all abilities to learn and thrive. The partnership, by design, ensures that all participants see themselves as leaders, problem-solvers and critical thinkers. This learning environment is grounded in four key areas:

1. Educational Research Opportunities
We hold true that acknowledging an issue is different from understanding an issue. To that end, together we can better understand key educational questions and seek ways to positively impact success by leveraging Oakland University’s capacity for quality educational research and the opportunity to study Avondale’s real world challenges.
2. Enhanced Teaching Methods
As educational standards and expectations become more rigorous and our student body becomes more diverse, our teachers need more tools in their toolbox. The Avondale/OU Partnership provide our educators with a peer group to expand and enhance new and existing teaching methods. Teachers need additional strategies in their toolbox to meet the demands of an ever more complex educational landscape. Helping teachers learn to better identify student needs through assessing educational situations, diagnosing the critical issues involved and applying the best teaching practice for any set of variables becomes crucial to the success of all learners.
3. Improved Student Engagement
Lev Vygotsky once said, “Children grow into the intellectual life of those around them.” The Avondale/OU Partnership School promotes a culture of thinking, where the group’s collective thinking as well as each individual’s thinking is valued, visible and actively promoted as part of the regular day-to-day experience of all group members. As the students are invited into multiple learning opportunities, covering a wide range of content areas, learners of all ages are invited to engage, explore and think deeply about the world around them.

The health and wellness of Avondale’s families and community can be supported and encouraged through additional resources that are available within the Oakland University community. Wrap around services are provided through the SEHS Counseling Center, which provides no-cost personal counseling on Oakland University’s campus.

OUWB School of Medicine provides health and wellness lessons within Avondale’s elementary Schools through the Medical School Student as Educator experiences, as well as a co-teaching model at Avondale High School, where OUWB Medical School students work closely with Biology students to learn more about communicable diseases and immunizations. The lessons and experiences are co-created and intentionally designed to integrate the Michigan Core Science Standards as well as the Michigan Core Health Education standards.
4. Improved Student Performance
To ensure that we are developing high performing young adults, several measurement methods are employed. The results will be used to drive further understanding and improved educational delivery. Teachers work together through job-embedded professional learning opportunities, such as teacher labs and study groups, to study and analyze data, read professional literature and observe and discuss best practices in instructional delivery, educational research and pedagogy.
Partnership related publications and presentations

National Publications
Carver, C. L., Hudson, M., Abbott, M., Bruha, S., Bugaj, C., Johnson, J. & Stock, S. (2017).  Teachers learning together at Auburn Elementary: Supporting classroom teachers as associated teacher educators.  In Crawford, C. & Harris, S. (Eds.) Handbook on Classroom Teachers as Associated Teacher Educators. Association of Teacher Educators.

Hudson, M., Childs, L. & Carver, C.L. (2016). Open doors. Open minds. Empowered teachers work and learn shoulder to shoulder. Journal of Staff Development, 37(4), 18-23.

State and National Presentations
Guzniczak, L., Hudson, M., & Campbell, B. (2017). Collaborating for professional learning: Sharing with practice and pre-service teachers. Presented at Michigan Reading Association 61th Annual Conference, Grand Rapids, MI.

Carver, C. L. (2017). Maintaining a clinical practice partnership: The role of difficult conversations. Paper presented at the 2017 Annual Meeting of the American Association of Colleges of Teacher Education, Tampa, FL. 

Guzniczak, L., Jang, B.G., McEneaney, J., Liu, Y., Li P., Wu, W., & Blunt, J. (2016). Influences of a university-school partnership project on pre-service teacher's efficacy and pedagogical content knowledge in reading. A Symposium presented at the 66th Annual Literacy Research Association Conference, Nashville, TN.

Carver, C. L. (2016). Defining teacher leadership in context: Lessons from an elementary partnership school. Paper presented at the 2016 Annual Meeting of the University Council on Educational Leadership, Detroit, MI.

Carver, C. L. (2016). When teachers take the lead: Implications for principal leadership. Paper presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, DC.

Guzniczak, L. & Hudson, M. (2016). Authentic settings of teacher learning and research:  School-university partnerships in action. Paper presented at the Association of Teacher Educator’s Conference, Chicago, IL.

Carver, C. L., Hudson, M. & Stock, S. (2016). Improving clinical practice through robust professional learning. Paper presented at the 2016 Annual Meeting of the Association of Teacher Educators, Chicago, IL.

Guzniczak, L., Hudson, M. & Campbell, B. (2016). University-district partnerships: Meeting student needs, integrating resources and services. Presented at Michigan Reading Association’s 60th Annual Conference, Detroit, MI.

Guzniczak, L., McEneaney, J., Pei, L., Gol, N., Zhou, Y., & Liu, Y. (2015). Capturing pre-service teacher’s knowledge, efficacy, and growth in a literacy class through video data analysis. Paper presented at the annual meeting of the Literacy Research Association Conference, Carlsbad, CA.

Guzniczak, L. & Hudson, M. (2015). Avondale/Oakland University Partnership:  United Are We. Michigan Reading Association Conference, Grand Rapids, MI. March 29, 2015.

Carver, C. L., Olson, M., Secord, D. & Hudson, M. (2014). Field placement teacher support and development: Lessons learned in a new school/university partnership. Paper presentation at the Annual Meeting of the Association of Teacher Educators.

Committee on Equity, Diversity and Inclusion
COMMITTEE ON EQUITY, DIVERSITY AND INCLUSION


Mission and Vision
The Committee on Equity, Diversity and Inclusion engages multiple voices throughout the School of Education and Human Services at Oakland University, including students, staff, faculty, and campus and community partners.

We seek to compel reflection and interrogation of our worldviews, assumptions, biases and practices; dialogue across differences in brave spaces; and intersectional action toward social change at the individual, school and institutional levels.

We envision a transformative school and campus culture that supports educational equity, access, development, and success across race, ethnicity, gender, sexuality, faith, disability, socioeconomic status, age, and national origin and/or status.

Next Year’s Events
Our focus next year will be on understanding the needs of diverse learners as we view them through the lens of equity, diversity and inclusion. This will include events focused on the school-to-prison pipeline, special education and ableism.

Evening Event Series

November 4, 2019: School-to-Prison Pipeline. This event will work to demystify this structural force and make clear the ways in which students of color and students in the special education are often pushed out of school.

January 27, 2020: Special Education System. This panel discussion will center the voices of parents of students with special needs, learners with special needs, and practitioners with experience in the field.

March 23, 2020: Disability Studies and Abelism. This event will feature outside speakers and those from within the university who will educate audience members on their work in the field.

Book Study Dates and Readings

Book Title – Readings for Diversity and Social Justice, 4th Edition

September 23, 2019
: #96, Struggle for Freedom: Disability Rights Movement; #113, Learning Disability Identity Development and Social Construct: A Two-Tiered Approach

October 21, 2019: #101, Disability Behind Bars; # 102, The Silent Victims: Inmates with Learning Disabilities

November 18, 2019: #105, Students with Disabilities Frustrated with Ignorance and Lack of Services; #110, Toward Ending Ableism in Education

January 27, 2020: #32, Students with Disabilities: Financial Aid Policy and Issues; #98, Disability Does Not Discriminate: Toward a Theory of Multiple Identity Through Coalition; #112, Increasing Awareness: Language, Communication Strategies, and Universally Designed Environments

February 24, 2020: #106, Understanding Deafness: Not Everyone Wants to Be ‘Fixed’; #108, On the Spectrum, Looking Out; #111, Facilitating Transitions to College for Students with Disabilities from Culturally and Linguistically Diverse Backgrounds

March 23, 2020: #104, Why the Intersexed Shouldn’t be Fixed: Insights from Queer Theory and Disability Studies; #115, Recognizing Ableist Beliefs and Practices and Taking Action as an Ally


Contact us at sehs-edi@oakland.edu or visit us on Twitter.